The authors encourage those in the field of school psychology to consider the use of learning disabilities assessment practices in relation to specific American Psychological Association and National Association of School Psychologists ethical codes and in regard to the American Educational Research Association, American Psychological Association,…

Reviews recent advances in assessment of intelligence using procedures developed from cognitive theory and research. Appraises probable success of newer cognitive processing approaches using criteria of diagnostic utility, intervention implications, and treatment validity. Notes that neither new nor traditional intelligence tests have clearly…

Presents triage assessment model for crisis intervention that enables mental health counselors to initiate appropriate crisis interventions in variety of situations. Model guides assessment of clients in crisis on three domains: affective, cognitive, and behavioral. Describes assessment and rating of severity of impairment for each of the three…

Behavioral measurement using untrained organizational members as raters is highly dependent on heuristic or automatic processes. Such processes direct attention, simplify encoding and storage, and guide recall of behavioral information by using pre-existing schema to simplify processing; however, such processing results in systematic rather than…

This discussion of information structures in written texts describes how linguistic analysis of short published reports leads to the presentation of an algorithm that depicts the problem-solving process in terms of a series of evaluative questions. (Author/CHC)

Various approaches have traditionally been used to evaluate college students' writing performance. The College Outcome Measures Program (COMP), designed to assess and improve college programs, offers new ways to collect writing samples that include responses to reasoning and problem solving tasks. Thus, the effectiveness of written communication…

Four evaluation methods for determining educational policy are objectivism; subjectivism; emotive-imperative; and instrumentalism. For the objectivist, the rationale for undertaking an evaluation is based on empirical verification or non-verification of claims of existing policies or activities. Secondly, the objectivist is interested in…